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After‐School Program Effects On Behavior: Results From The 21st Century Community Learning Centers Program National Evaluation

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  • SUSANNE JAMES‐BURDUMY
  • MARK DYNARSKI
  • JOHN DEKE

Abstract

This paper presents evidence on after‐school programs’ effects on behavior from the national evaluation of the U.S. Department of Education’s 21st Century Community Learning Centers after‐school program. Findings come from both of the study’s components: (1) an elementary school component based on random assignment of 2,308 students in 12 school districts and (2) a middle school component based on a matched comparison design including 4,264 students in 32 districts. Key findings include higher levels of negative behavior for elementary students and some evidence of higher levels of negative behaviors for middle school students. (JEL I21)

Suggested Citation

  • Susanne James‐Burdumy & Mark Dynarski & John Deke, 2008. "After‐School Program Effects On Behavior: Results From The 21st Century Community Learning Centers Program National Evaluation," Economic Inquiry, Western Economic Association International, vol. 46(1), pages 13-18, January.
    • Handle: RePEc:bla:ecinqu:v:46:y:2008:i:1:p:13-18
    DOI: 10.1111/j.1465-7295.2007.00074.x
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    References listed on IDEAS

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    1. repec:mpr:mprres:4551 is not listed on IDEAS
    2. Susanne James-Burdumy & Mark Dynarski & Mary Moore & John Deke & Wendy Mansfield & Carol Pistorino, "undated". "When Schools Stay Open Late: The National Evaluation of the 21st-Century Community Learning Centers Program," Mathematica Policy Research Reports 86c8d763ea6c4acebca8464c5, Mathematica Policy Research.
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    Cited by:

    1. Rodríguez-Planas, Núria, 2010. "Longer-Term Impacts of Mentoring, Educational Services, and Incentives to Learn: Evidence from a Randomized Trial," IZA Discussion Papers 4754, Institute of Labor Economics (IZA).
    2. John Deke & Thomas Wei & Tim Kautz, "undated". "Asymdystopia: The Threat of Small Biases in Evaluations of Education Interventions that Need to be Powered to Detect Small Impacts," Mathematica Policy Research Reports f0ff8f86e3c34dc8baaf22b56, Mathematica Policy Research.
    3. Michael Baker & Jonathan Gruber & Kevin Milligan, 2008. "Universal Child Care, Maternal Labor Supply, and Family Well-Being," Journal of Political Economy, University of Chicago Press, vol. 116(4), pages 709-745, August.
    4. Alejandro Cid & Martin Rossi, 2011. "Giving a Second Chance: an After-School Program in a Shantytown Interacting with Parents’ Type," Documentos de Trabajo/Working Papers 1108, Facultad de Ciencias Empresariales y Economia. Universidad de Montevideo..
    5. Cid, Alejandro, 2012. "Giving a Second Chance: an After-School Program in a Shanty Town Matched against Parent Type," MPRA Paper 39918, University Library of Munich, Germany.
    6. Rodríguez-Planas, Núria, 2010. "Mentoring, Educational Services, and Incentives to Learn: What Do We Know About Them?," IZA Discussion Papers 5255, Institute of Labor Economics (IZA).
    7. Mihalic, Sharon F. & Elliott, Delbert S., 2015. "Evidence-based programs registry: Blueprints for Healthy Youth Development," Evaluation and Program Planning, Elsevier, vol. 48(C), pages 124-131.
    8. Cid, Alejandro, 2017. "Interventions Using Regular Activities to Engage High-Risk School-Age Youth: a Review of After-School Programs in Latin America and the Caribbean," MPRA Paper 84888, University Library of Munich, Germany.
    9. Barnes, Carolyn & Nolan, Sarah, 2019. "Professionals, friends, and confidants: After-school staff as social support to low-income parents," Children and Youth Services Review, Elsevier, vol. 98(C), pages 238-251.
    10. Cid, Alejandro & Bernatzky, Marianne, 2017. "Parents’ aspirations and commitment with education. Lessons from a randomized control trial in a shantytown," MPRA Paper 84764, University Library of Munich, Germany.

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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